Date of Award

7-16-2015

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Douglas Lare, Ed.D.

Second Advisor

Joseph F. Marcoline, Ed.D.

Third Advisor

Joseph Miele, Ed.D.

Abstract

The purpose of this study was to investigate the relationship between the emotional intelligence of school principals and the school climate as perceived by the teachers. The study focuses on the assumption that to be an effective school leader, a principal requires emotional-intelligence skills. Possessing these skills will help administrators to create and maintain positive relationships with teachers and facilitate a positive school climate. The study also compares the emotional intelligence and school climate of two cultures, namely American and South Korean. Quantitative data was collected using the Mayer-Salovey-Caruso Intelligence Test to measure the emotional intelligence of school principals and the Revised School Level Environment Questionnaire to measure school climate. Qualitative interviews were conducted to expand upon the quantitative data. The findings of the study show that quantitatively there was no correlation between principals' emotional intelligence and school climate in either culture. However, qualitative findings did suggest that American and South Korean principals use emotional intelligence skills to develop and maintain a positive school climate.

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